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Descriptors:
Immigrants; Foreign Countries; Language Proficiency; Preschool Children; Student Adjustment; Cultural Background; Behavior Problems; Child Rearing; Academic Ability; Spanish; Student Attitudes; Second Language Learning; Cultural Differences

Abstract:
The continuing incorporation of immigrant populations into the Spanish educational system poses an important challenge in that all participants must cooperate toward creating the best possible adaptation process at the academic level as well as on the personal and social levels. A number of different factors appear to influence children's adjustment during the preschool stage, and these factors are especially relevant since many studies have shown that this is a key period for the prevention of future difficulties. The present study examines the variables involved in the adaptation of a group of preschool-aged children from different cultural backgrounds in Spain. The results indicate that preschoolers, regardless of their background, have similar performance and learning potential, with language proficiency being the factor that most clearly affects the other variables investigated. It was also found that children's attitudes toward learning were related to the presence of behavioral difficulties and with the quality and type of parental child-rearing practices. These practices appear to be related to a number of difficulties immigrant children may experience on personal and social levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Teaching Methods; Surgery; Foreign Countries; Medical Services; Patients; Expertise; Physicians; Injuries; Diseases; Urban Areas; Competition; Medical Education; Networks; Moral Values; Experiential Learning; Standards; Educational History

Abstract:
Due to its ascendancy as the administrative and commercial center of early modern England, London experienced sustained growth in the latter half of the sixteenth century, as waves of rural immigrants sought to enhance their material conditions by tapping into the city's bustling occupational and civic networks. The resultant crowded urban landscape fostered mounting demand for medical services, since injuries and ailments, ranging from consumption to contusions, proliferated within the city's teeming streets and markets. Due to consistently strong patient demand and the conventions of English common law, which stipulated that legal authorization to practice medicine was solely contingent upon patient consent, peddling medical services to the city's ill and infirm became an increasingly appealing--and potentially lucrative--venture. Consequently, London's largely unregulated medical marketplace--characterized by competition for patients, the mounting influence of print culture, and the emergence of small commercial networks--attracted a diverse array of practitioners, including university-educated physicians, guild-licensed surgeons, and a medley of specialist and itinerant practitioners. In the absence of effective institutional regulation, distinctions between medical practitioners and modes of treatment were often difficult to discern due to a lack of clearly defined legal demarcations. In response to such occupational fluidity, the Barber-Surgeons' Company--London's largest body of licensed medical practitioners and the city's only guilded branch of medicine before the advent of the Apothecaries' Company in 1617--endeavored to maintain exclusive control over the practice of surgery within the city. To prevent the encroachment of interlopers and foreign practitioners ineligible for guild membership, Company members devised an array of semiformal educational networks that reinforced their desire to train surgeons as proficient artisans, morally upright representatives of their occupational group, and agents of intellectual traditions ostensibly inaccessible to those excluded from the Company's ranks. Drawing inspiration from Andrew Abbott's notion of jurisdiction in the control of occupational skill and knowledge, this study argues that surgical education in early modern London was characterized by a synthesis of theoretical, experiential, and moral components that enabled members of the Barber-Surgeons' Company to bolster their expertise and erect occupational boundaries. By emulating prevailing paradigms of social disciplining--processes through which civic and guild authorities upheld order and stability within their communities by prescribing conventions of propriety and etiquette--the Company's self-conscious efforts to establish standards of occupational decorum and repress deviance not only mitigated the encroachment of interlopers, but also reinforced the nascent pre-professionalization of London's surgeons. (Contains 96 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Motivation; Behavior Theories; Ethnic Groups; Migrants; Psychological Characteristics; Young Adults; Group Membership; Citizen Participation; Internet; Correlation; Immigrants; Goodness of Fit; Peer Groups; Parent Child Relationship; Guidelines; Minority Groups; Computer Mediated Communication; Ethnicity; Foreign Countries

Abstract:
Levels of civic engagement are assumed to vary according to numerous social and psychological characteristics, but not much is known about online civic engagement. This study aimed to investigate differences and similarities in young people's offline and online civic engagement and to clarify, based on Ajzen's theory of planned behavior (TPB), associations between motivation for civic engagement, peer and parental norms, collective efficacy, and civic engagement. The sample consisted of 755 youth (native German, ethnic German Diaspora, and Turkish migrants) from two age groups (16-18 and 19-26; mean age 20.5 years; 52% female). Results showed that ethnic group membership and age moderated the frequency of engagement behavior, with Turkish migrants taking part more than native Germans, who were followed by ethnic German Diaspora migrants. Analyses based on TPB showed good fit for a model relating intention for offline and online civic engagement to motivation for civic engagement, peer and parental norms, and collective efficacy. Ethnic group moderated the findings for offline civic engagement and questioned the universality of some model parameters (e.g., peer and parental norms). This study showed the utility of the TPB framework for studying civic engagement but also reveals that the predictive utility of peer and parental norms seems to vary depending on the group and the behavior under study. This study highlights the importance of including minority samples in the study of civic engagement in order to identify between-group similarities and differences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Literacy; Foreign Countries; Comparative Analysis; Educational Development; Human Capital; Social Capital; Family Environment; Interviews; Asians; Observation; Educational Attitudes; Bilingualism; Mandarin Chinese; English (Second Language); Second Language Learning; Middle Class

Abstract:
Social capital--the social relations between people--is an important component of the family environment and is crucial for the creation of human capital for the next generation. Drawing on James S. Coleman's theory of family capital, this study focuses on parents' utilization of social capital to support children's literacy acquisition in four Singaporean and immigrant middle-class Chinese families in Singapore. Comparative analyses of observation and interview data reveal that these families differed not only in the volume of social capital they possessed but also in the activation of this capital for their children's biliteracy and educational development. They also reveal that the parents' application of social capital is motivated by such factors as the status of the family (immigrant or native), parental occupation, parents' educational views and the family's acculturation to the host society (in the case of immigrant families). Furthermore, a family's skilful use of its social capital could compensate for a relative shortage of human capital. These findings, taken as a whole, contribute to Coleman's theory by disentangling potential from actualized social capital. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Foreign Countries; War; Educational Change; Self Concept; Second Language Learning; Second Language Programs; Classification; Citizenship; Acculturation; Social Integration; Discourse Analysis

Abstract:
The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme "Swedish for immigrants" over time. Our specific interest relates to how categorisations are framed and what, if any, kinds of labels--pertaining to language and identity--emerge in national and local policy documents from the 1960s onwards. Taking a sociohistorical perspective as a point of departure, our analyses indicate discursive changes with regards to the categories and aims of the educational programme, making certain identity positions more accessible than others at specific times. Focusing upon categories from sociohistorical perspectives helps to reveal the social organisation and institutional means that enable society to process citizenship issues. The complex relationship between the empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible through the analysis of empirical data that spans half a century. (Contains 4 tables, 3 figures and 12 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Latin Americans; Foreign Countries; Multilingualism; Language Variation; English (Second Language); Spanish; Romance Languages; Language Usage; Self Concept; Metropolitan Areas; Secondary School Students; Socialization

Abstract:
Since the end of the last century, more than 10% of students in Catalonia's schools are immigrants, mostly concentrated in areas of Catalonia where the population speaks Castilian in everyday life. Although these newcomers are educated in Catalan, the majority use diverse varieties of Spanish as their language of everyday communication. In the case of students from Latin America, it is possible to observe the emergence of a new repertoire that shares traits of different varieties of Spanish spoken in South America. This article focuses on the hybrid features of this repertoire, its transmission among peers, and also on the way teachers categorize and value it. The research results reveal that students develop multilingual abilities to fulfill practical goals. The data also show that varieties of vernacular Catalan and Spanish are articulated with a new Latino language repertoire in a complex set of resources in which linguistic forms of various origins are mixed. The uses of this hybrid repertoire can be related to key issues such as the speaker's stance regarding school, but also to symbolic aspects of broader processes, such as the re-territorialization of languages and people and the emergence of new processes of identity construction in a multilingual and cosmopolitan city. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Latin Americans; Socialization; Language Planning; Participant Observation; Language Attitudes; Secondary School Students; Interviews; Teacher Role; Correlation; Romance Languages; Immigrants; Academic Aspiration; Spanish Speaking

Abstract:
This study explores the connections between language policy implementation in three Barcelona-area secondary schools and the language attitudes and behaviors of Spanish-speaking Latin American newcomers. Data were collected through interviews and ethnographic participant observation document indexes of different forms of language socialization processes and highlight the role of teachers and of "Reception Classes" (RCs) in which students receive Catalan language support. Different RC models and placements of the RC in the school have effects on those processes and the students' attitudes toward Catalan and schooling. Deficient models result from lack of institutional support and unfavorable conditions of the RC in the school. Positive models result from individual teacher initiative and commitment to move beyond basic language teaching and include broader social and academic objectives for newcomers. We conclude that language policy meeting goals requires consistent commitment at all levels from policy-makers to individual teachers. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Attitudes; Foreign Countries; Romance Languages; Immigrants; Working Class; Longitudinal Studies; High School Students; Spanish; Self Concept; Language Usage; Maturity (Individuals); Experience; Political Attitudes; Political Influences; Peer Relationship; Young Adults

Abstract:
During the early catalanization of schooling in the Barcelona area in the 1980s, Castilian-speaking teenagers of working-class immigrant descent often struggled against Catalan language and identity. This longitudinal study followed a group of high-school classmates and found that as young adults, some but not all of the resistant working-class Castilian speakers have incorporated Catalan into their lives and identity. This article draws on Mikhail Bakhtin's concept of the "chronotope" or time-space frame to analyze the accounts of language and identity given by informants who adapted positively to Catalan and that of a peer whose hostility to Catalan increased over the years. Drawing on three contrasting chronotopes, informants give different meanings to personal experiences and linguistic practices. Those who adapted positively to Catalan present their linguistic development within biographical and cosmopolitan chronotopes that emphasize individual maturation and experience. They reject the politicization of language and an ideology of authenticity that links language choice to origins. The more anti-Catalan peer presents a socio-historical chronotope that frames his own experience as political and related to national and state debates, and he draws on an ideology of ethnolinguistic solidarity and linguistic authenticity. (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acculturation; Immigrants; Physical Health; Mexican Americans; Mental Health; Criticism; Correlation; Measurement

Abstract:
The Mexican health paradox refers to initially favorable health and mental health outcomes among recent Mexican immigrants to the United States. The subsequent rapid decline in Mexican health outcomes has been attributed to the process of acculturation to U.S. culture. However, the construct of acculturation has come under significant criticism for oversimplifying complex relations between health, behavior, race and ethnic relations, and the environment. Moreover, measurement issues for the construct abound. This article reviews the current state of the acculturation debate, and argues for an integration of current theoretical perspectives and critiques of the construct in order to strengthen the explanatory power of acculturation with regard to the Mexican health paradox. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Aspiration; Immigrants; Self Efficacy; Self Concept; Barriers; Hispanic American Students; Acculturation; College Attendance; Resilience (Psychology); Correlation; Gender Differences; Mothers; Educational Attainment; Age Differences; Ethnicity; Measures (Individuals); Middle School Students; High School Students; Regression (Statistics)

Abstract:
Emerging immigrant communities differ from established communities in terms of needs and available resources. Students in these emerging communities may still be acculturating to new contexts and establishing their ethnic identities, which may impact their ability to engage in planning for the future. The current study examines what impact these cultural identity variables, in addition to perceptions of barriers to college entrance, would have on educational aspirations and college-going self-efficacy beliefs of Latino adolescents. Findings from 171 middle- and high school Latino students from immigrant families indicated that public ethnic regard and resilience to barriers were positively associated with college-going self-efficacy, and Anglo orientation had a trend-level effect, while perceived barriers were negatively related to that outcome. Private ethnic regard and person-based barriers were negatively associated with educational aspirations. Generation status, gender, mother's education, and age were control variables. Implications for research and practice are provided, focusing on perceived barriers and self-efficacy beliefs. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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